Nepal is intent upon improving her education, including that of science and technology. It has been running various national programs and planning for new comprehensive programs. Education commissions constituted after 1954 have repeatedly emphasized the need for providing basic and primary education for all citizens and that school curriculum design and practice should be linked to the social and economic contexts to bring about effective development (Bajracharya 2003). The policy focus of education remained: universalized access to basic and primary education, scientific, technical and work oriented secondary level education and academically competent and economic development oriented tertiary education.
